1. November 2014

2. Welcome Introductions Overview of Agenda –Updates –Part 154

3. November 2014

4. SED News Revised guidance about the CDOS Credential has changed the way that exiting students will be labeled. They will be counted as “high school completers.” Unaccompanied immigrants Students in temporary housing SED is currently working to incorporate the performance of students who take the Algebra Regents instead of Grade 8

5. Legislative News Smart Schools Passage –Enduring purchases –Deeper Learning; 21C and PBL

6. Standards Professional Practice DataCulture

7. ITD

8. Teacher Centers Professional Learning Groups Parent nights soon Social Studies Collaboration

9. Higher Education

10. CNY NYS ASCD 2014-2015 Schedule: December 2, 2014 Pulling the Weeds February 12, 2015 Evidence of 6 & 7 March 18, 2015 Visible Learning May 13, 2015 Annual Meeting

12. Sharing Schedule November: CNYLDP December: Chittenango January: February: March:

15. + + = ][

16. K-12 Social Studies Framework Adopted April 2014 Intended to serve as a guide for local districts to develop Social Studies curriculum

17. Field Guide Introduction Shifts Sample “unit”

18. Social Studies Shift #1 FROM: Focus on Facts Recall Breadth of Topics Facts

19. Social Studies Shift #1 TO: Focus on Conceptual Understanding Transfer and Connections Depth within Topics Concepts and Content Knowledge

20. Social Studies Shift #2 FROM: Teacher as disseminator Students Retell Interpretations Students Learn Facts from Textbook Teacher as Disseminator

21. Social Studies Shift #2 TO: Teacher as facilitator Students Retell Students Construct Interpretations and Communicate Conclusions Students Investigate the Social Sciences, Using Multiple Sources Teacher as Facilitator of Investigation

22. Social Studies Shift #3 From a classroom where: Students experience lecture and textbook- focused instruction Students develop literacy skills and social studies practices separately Students learn content knowledge

23. Social Studies Shift #3 To a classroom where: Students learn to read, discuss, and write like social scientists Students develop disciplinary literacy skills and social science practices in tandem Students integrate and apply concepts, skills, and content knowledge

24. Toolkit Social Studies Toolkit Released March 2015

25. Unit? Not “Inquiries?” There is one example of an unit: Reconstruction End of 7 th or beginning of 8 th Compelling Question: Did African Americans gain their freedom during the era of Reconstruction? Summative task: Claim & evidence writing task

26. State Assessment in SS Assessment Timetable: Spring 2015 - Item writer training Spring 2016 - Piloting of items Spring 2017 - Field testing of items June 2018 - Global first administration June 2019 - US History first administration

27. Curriculum Writing Summer 2015 8 th Grade 5-7 th grade next priority (or go K-8?) Summer 2016 9&10 th Grade K-4 band Summer 2017 US History 12 th grade

28. C3 w/ SG Grant, January 29, 4-6p session Bridging from the C3 to New York w/ Greg Ahlquist, February 10, 4-6p session NYSCSS Annual Conference, Mar 11-14 Opening the Toolkit w/ Pat Polan, April 16, 4-6p session Understanding By Design: Social Studies w/ Jay McTighe, May 14 & 15

29. Leadership Network” Collaborate, share Turnkey presentations Strategic representation Suggest each district to have at least one representative

30. Literacy Leadership Literacy Leadership- this is an on-going group that you are welcome to join at any time. Next session is November 19 th. Work has included: –X

31. Content Literacy Upcoming Regional Training/Support: –General Session -- a prerequisite (November 17th). Teachers of grades 6-12General Session Special Areas (December 1st)Special Areas Social Studies (December 2nd)Social Studies Science (December 3rd)Science –Literacy in the Mathematics Classroom (December 4). Teachers of grades 4-9Literacy in the Mathematics Classroom

32. Math Implementing Geometry CCLS will continue to meet monthly at least through the first implementation (next sessions are Nov 14 and 21) Continuing discussion about math textbooks/resources Data collection; responses (have heard from WG, Westhill, Marathon, NS, DeRuyter, Lyncourt, Chittenango, Solvay, Cortland, Cincinnatus, JD)collectionresponses

33. Science Another comment period is underway about the NGSS Group of secondary science teachers made recommendation against adoption (seems to be favored for some reason)

34. Arts The Board of Regents did receive an update about the Arts Standards No action at this time

36. CCLS Implementation Double-Testing Waiver has been approved* ELA Regents old and new approved Geometry Continue to update the curriculum and assessment chartchart

37. 3-8 Assessment Audits What was your feedback?

38. 4 + 1 Pathways Board of Regents has taken first step The “4” refers to a requirement of passing four Regents exams The “1” refers to options that students have for the fifth test Once finalized by the Regents (according to their procedures), it will go onto effect this year

39. 4 + 1 Pathways The four required Regents examinations are English language arts, mathematics, science, and either US history or global history and geography.

40. 4 + 1 Pathways Pathway options: Humanities Science, Technology, Engineering, and Math (STEM) Languages Other Than English (LOTE) Career and Technical Education (CTE) Arts

42. 2014-15 Lead Evaluator Training One year 1 cohort (smaller this year) Three ongoing sessions –Following 6 th grade teacher –Growth producing feedback –Instructional leadership

43. 2014-15 Principal Evaluator Training Catch up session Three ongoing sessions –Connecting to Lead Evaluator Training

44. APPR Stuff No Governor signature yet October 17 th for submitting scores

45. Fullan’s Three Keys Leading Learning Being a District and System Player Becoming a Change Agent Discuss Chapters 1 & 2

47. Reenergize your PLC PLC Networking: four meetings across the year with on-line community also. First meeting October 29 th. Interactive Video Conferences (3?) with Solution Tree keynoters between now and August August 2015 Institute

48. Turn Your RtI Upside Down

49. Connecting the PLC Dots Connecting Mattos with the PLC Institute, via Interactive Video Conferences: Tim Brown, January 14, 2015, 4:00-5:15 pm Ken Williams, March 4, 2015, 4:00-5:15 pm Anthony Muhammad, June 17, 2015, 4:00- 5:15 pm

50. PLCs at Work Institute August 12-14, 2015 OnCenter and Civic Center

52. A Vision for Education in Central New York College, Career & Citizenship Readiness UPDATE September 2014

53. A Vision for Education in CNY Teaching that Engages Culture that Empowers Technology that Enables

54. District Coaching & Training 4 th Trainer/Coach hired; interviewing 5 th soon In-district coaching for [at least] 11 districts and 2 BOCES Our coaches being coached by New Tech Network PBL 102 has started PBL 101 will continue with multiple cohorts Primer to all principal groups 401 Leadership support

55. Business & Community Partnerships

56. PBL NY 2015 is scheduled for August 3-4-5 – Edutopia – Buck Institute for Education – New Tech Network – Sam Saidel – Sarah Brown Wessling – Michael Gorman – Suzie Boss – More confirmations coming… PBLNY – The Event

58. Stages of the Progression Entering Emerging Transitioning Expanding Commanding 58

61. Important Terminology This chart provides you with the terminology to help inform you as you begin to plan to meet the needs of students. 61

62. Stages of the Progression Entering Emerging Transitioning Expanding Commanding 62

67. Amended Commissioner’s Regulations Part 154 Adopted 9/15/2014 Facilitator: Tanya Rosado-Barringer, Coordinator Mid-State RBERN at OCMBOCES

68. Introductions and Welcome! –What is Mid-State RBERN? (Regional Bilingual Education Resource Network) Technical support Professional Development Resources

69. COMMISSIONER’S REGULATION PART 154 2  Commissioner's Regulation Part 154 establishes the legal requirements for the education of English Language Learners (ELLs) in New York State.  On September 15 th, 2014, NYSED’s Board of Regents amended CR Part 154 into Subparts:  SUBPART 154-1: Describes the requirements for the 2014-2015 school year. Essentially, the requirements are the same as in CR Part 154 (2007), but include changes in terminology.  SUBPART 154-2: Describes the new and expanded requirements of schools and school districts that are to be fully in effect as of the 2015-2016 school year.  PROPOSED SUBPART 154-3: If adopted by the Board of Regents, will establish: 1) ELL Identification criteria for Students with a Disability; and 2) ELL Exit process and criteria for eligible Students with a Disability. (Board of Regents Meeting – November 17 and 18)

70. AREAS OF CR PART 154 REGULATION  ELL Identification  Parent Notification and Information  Retention of Records  ELL Program Placement  Program Requirements  Provision of Programs  Grade Span  Program Continuity  Students with Disabilities  ELL Exit Criteria  Intervention Support for ELLs  Former ELL Services  Graduation Requirements  Professional Development  Certification  School District Planning and Reporting Requirements 3

71. IDENTIFICATION 71 ELL IDENTIFICATION CR PART 154 EXISTING REGULATION SUBPARTS 154-1 & 154-2 ADOPTED REGULATION TIMELINE A three step ELL identification process by school staff, including: (1)administration of the Home Language Questionnaire; (2)an informal individual interview with the student; and (3)the administration of a statewide English language proficiency identification assessment. Current regulations do not define the qualifications of staff required to administer the identification process. Implement a three step ELL identification process to ensure holistic and individualized decisions can be made by qualified personnel, including: (1)administration of the Home Language Questionnaire; (2)individual interview with the student; (3)administration of a statewide English language proficiency identification assessment. Qualified personnel is defined as a Bilingual Education or ESOL teacher, or a teacher trained in cultural competency, language development and the needs of English Language Learners. 2015-2016 Full Implementation 2015-2016 Full Implementation

72. ELL IDENTIFICATION Cont’d CR PART 154 EXISTING REGULATION SUBPARTS 154-1 & 154-2 ADOPTED REGULATION TIMELINE Guidance documents define Students with Interrupted Formal Education, but do not clearly indicate that they should be identified as part of the identification process. School districts are required to identify ELLs as Students with Interrupted/Inconsistent Formal Education (SIFE) as an additional part of the interview during the identification process. It includes a review of academic history and student work samples to determine level in home language and math. [154-2.3(a)(6)] Current regulations do not provide the opportunity for a review process addressing possible ELL misidentification. Upon receiving a written request within an ELL’s first 45 days of enrollment, school districts are required to implement a review process by qualified personnel to determine if a student may have been misidentified. A review of ELL identification determination would commence upon written request by a parent, a teacher with the consent of the parent, or a student, if the student is 18 years old or older. Before a change in ELL determination is final, parental consent, student consent if the student is 18 years or older, and principal and superintendent approval are required. [154-2.3(b)] 72 2015-2016 Full Implementation 2015-2016 Full Implementation 2015-2016 Full Implementation 2015-2016 Full Implementation

73. 73 RETENTION OF RECORDS CR PART 154 EXISTING REGULATION SUBPARTS 154-1 & 154-2 ADOPTED REGULATION TIMELINE Current regulations do not require school districts to maintain records of a parent’s preferred language or mode of communication, or records of notices and forms generated during the identification and placement process in ELL student’s cumulative record. School districts are required to collect and maintain: Records indicating parent’s preferred language or mode of communication; and Records of notices and forms generated during the identification and placement process in ELL student’s cumulative record. PARENT NOTIFICATION AND INFORMATION Current regulations require school districts to make an effort to meet with parents or persons in parental relation at least twice a year to help them understand the goals of the program and how they might help their children. Parent notification and communication is required to be in the language best understood by the parents as indicated and on file in each ELL student’s cumulative record. School personnel is required to meet with parents or persons in parental relation at least once a year, in addition to other generally required meetings with parents, to discuss with parents their child’s academic content and language development progress and needs. 2015-2016 Full Implementation 2015-2016 Full Implementation 2015-2016 Full Implementation 2015-2016 Full Implementation

74. ELL PROGRAM PLACEMENT CR PART 154 EXISTING REGULATION SUBPARTS 154-1 & 154-2 ADOPTED REGULATION TIMELINE Current guidance calls for placement in a Bilingual Education / ESL program within 10 school days after initiating the identification process. ELL identification, parent notification, signed consent, and placement in a Bilingual Education or ENL/ESL program is required to take place within 10 school days after initiating the identification process. [154-2.3(g)(1)] Current regulations do not require school districts to complete the identification process before an ELL student receives a final school placement. School districts are required to complete the identification process before an ELL student receives a final school placement. A student is to be provisionally placed in a school until the identification process is completed. [154-2.3(a)(8)] PROGRAM REQUIREMENTS & PROVISION OF PROGRAMS Current regulations require school districts to provide English as a Second Language instruction through a Stand- Alone model only. English as a New Language instruction is required to be offered through two settings: (1)Integrated ENL/ESL (ESL methodologies in content area instruction co-taught or individually taught by a dually certified teacher); and (2)Stand-Alone ENL/ESL (ESL instruction with an ESOL teacher to develop the English language needed for academic success). [152.2(m)and(x)] 2015-2016 Full Implementation 2015-2016 Full Implementation 2015-2016 Full Implementation 2015-2016 Full Implementation 74

75. PROGRAM REQUIREMENTS & PROVISION OF PROGRAMS Cont’d CR PART 154 EXISTING REGULATION SUBPARTS 154-1 & 154-2 ADOPTED REGULATION TIMELINE Current regulations require each school with 20 or more ELL students of the same grade who speak the same home language to provide a Bilingual Education program. Each school with 20 or more ELL students of the same grade who speak the same home language continues to be required to provide a Bilingual Education program. [154-2.3(d)(4)] Current regulations do not require districts to conduct an annual estimate of ELL enrollment, nor create a sufficient number of Bilingual Education programs in the district, if there are 20 or more ELLs of the same grade level who speak the same home language district wide. School districts are required to annually estimate ELL enrollment before the end of each school year, and create a sufficient number of Bilingual Education programs in the district, if there are 20 or more ELLs district wide of the same grade level who speak the same home language. [154- 2.3(d)(1)] New Bilingual Education programs are not to be placed in a school identified as a School Under Registration Review or as a Focus or Priority School. [154-2.3(d)(3)] A school district will be allowed to apply for a one-year waiver for languages that represent less than 5% of the statewide ELL population, if the district can demonstrate it meets established criteria and provides alternate home language supports. [154-2.3(d)(6)] 2015-2016 Full Implementation 2015-2016 Full Implementation 75 2015-2016 Full Implementation 2015-2016 Full Implementation

76. 76 GRADE SPAN CR PART 154 EXISTING REGULATION SUBPARTS 154-1 & 154-2 ADOPTED REGULATION TIMELINE Current regulations do not address grade span or program continuity. The maximum allowable grade span is two contiguous grades for grouping instruction in ENL/ESL and Bilingual Education programs. [154-2.3(i)] PROGRAM CONTINUITY Current regulations do not address program continuity. Districts are required to provide program continuity so that ELLs can continue to receive the program type (Bilingual Education or ENL/ESL) in which they were initially enrolled. [154-2.3(e)] In order to ensure program continuity, schools are required to continue providing a Bilingual Education program if at least 15 students who speak the same home language were enrolled in such a program in the previous school year. [154-2.3(e)] 2015-2016 Full Implementation 2015-2016 Full Implementation 2015-2016 Full Implementation 2015-2016 Full Implementation

77. 77 ELL EXIT CRITERIA CR PART 154 EXISTING REGULATION SUBPARTS 154-1 & 154-2 ADOPTED REGULATION TIMELINE Current regulations only allow students to exit ELL status through one criterion: (1)scoring proficient on the statewide English language proficiency assessment. Exit criteria has expanded to allow qualified students to exit ELL status by: OPTION 1) Scoring at the Proficient/Commanding level on the NYSESLAT [154-2.3(m)(1)(i)] OPTION 2) Scoring at the Advanced/Expanding level on the NYSESLAT, -and-  3+ on a grade 3-8 ELA Assessment, -or-  65 + on the Regents Exam in English [154-2.3(m)(1)(ii)] OPTION 3) Please see Areas of Pending Regulation: Students with Disabilities. [154-2.3(m)(2)] 2015-2016 Full Implementation 2015-2016 Full Implementation

78. 78 INTERVENTION SUPPORT FOR ELLS CR PART 154 EXISTING REGULATION SUBPARTS 154-1 & 154-2 ADOPTED REGULATION TIMELINE Current regulations do not require school districts to annually identify ELLs not demonstrating adequate performance or provide appropriate support services to achieve and maintain academic success. Districts are required to annually identify ELLs not demonstrating adequate performance and provide additional support services aligned to district wide intervention plans. [154-2.3(j)] FORMER ELL SERVICES Current state and federal guidance calls for school districts to provide one to two years of support services to students who exit out of ELL status (Former ELLs). School districts are required to provide at least two years of Former ELL services to support students who exit out of ELL status including:  A half unit of study of Integrated ENL/ESL in ELA, Math, Science or Social Studies, ~and/or~  With OBEFLS approval, other services that monitor and support each Former ELL’s language development and academic progress. [154-2.3(h)(1)(v)] and [154-2.3(h)(1)(v)] 2015-2016 Full Implementation 2015-2016 Full Implementation 2015-2016 Full Implementation 2015-2016 Full Implementation

79. PROFESSIONAL DEVELOPMENT CR PART 154 EXISTING REGULATION SUBPARTS 154-1 & 154-2 ADOPTED REGULATION TIMELINE Current regulations require in-service training to all personnel providing instruction or other services to ELLs, but do not require specific types of professional development beyond the general requirement of 175 hours of professional development over 5 years. School districts are required to ensure that a prescribed percentage of Professional Development hours be specific to the needs of ELLs, co-teaching strategies, and integrating language and content instruction:  15% total hours ELL-specific PD for All Teachers ~and~  50% total hours ELL-specific PD for Bilingual Education and ENL/ESL teachers 79 2015-2016 Full Implementation 2015-2016 Full Implementation

80. 80 SCHOOL DISTRICT PLANNING AND REPORTING CR PART 154 EXISTING REGULATION SUB-PARTS 154-1 & 154-2 ADOPTED REGULATION TIMELINE Current regulations require school districts to provide information in plans regarding programs for ELLs, information provided to parents, methods to annually measure and track ELL progress, and systems to identify, assess, and exit students from ELL status. School districts are required to provide additional information in comprehensive plans regarding programs for subpopulations of ELLs, information provided to parents in the languages they best understand, methods to annually measure and track ELL progress, and systems to identify, assess, and exit students from ELL status. [154-2.4(b)] Current regulations do not require school districts to report ELL program information for subpopulations of ELLs or by languages spoken in the school district. Current regulations do require school districts to provide information in reports regarding programs for ELLs, information provided to parents, methods to annually measure and track ELL progress, and systems to identify, assess, and exit students from ELL status School districts are required to provide additional information in reports regarding programs for subpopulations of ELLs including program information, if offered, by subpopulations and languages spoken in the school district. [154-2.4(c)] 2015-2016 Full Implementation 2015-2016 Full Implementation 2015-2016 Full Implementation 2015-2016 Full Implementation

81. 81

82. RBERN Resources Website Resource Library Contacts for Translators & Interpreters Email List Administrators Meetings as needed Regional Professional Development On-line Learning – Coming soon. http://rbern.ocmboces.org/

83. December 11, 2014 Rodax 8 Large Conference Room Focus: DTSDE & School Improvement NEXT